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DA PUBLIC SCHOOL (O & A LEVELS)

DA PUBLIC SCHOOL (O & A LEVELS). ACTION PLAN SUBJECT: ENGLISH Presenter: Ms. Uzma Asif. LONG TERM GOAL. To enable children : To experience full range of text types and text levels, To learn how language works at a word, sentence and text level,

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DA PUBLIC SCHOOL (O & A LEVELS)

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  1. DA PUBLIC SCHOOL (O & A LEVELS) ACTION PLAN SUBJECT: ENGLISH Presenter: Ms. UzmaAsif

  2. LONG TERM GOAL To enable children : • To experience full range of text types and text levels, • To learn how language works at a word, sentence and text level, • To learn through demonstration, guided practice and experimentation, • To benefit through class teaching, teacher led group work and independent activities.

  3. SCHEME OF STUDIESWEEKLY PLANNER

  4. Week: First Date: x/ August/2011Day: MondayNo. of Periods: 2 TOPIC • Unit One: Writing to Perform • The Conventions of Scripts • “The Lion, the Witch and the Wardrobe”

  5. BODY / METHODOLOGY • Reading /Discussion / Practical • Plays rely on both dialogue and on stage action. The stage directions are an important part of this, but can be confusing for children. • A play script tells the actors what to do using stage directions. This helps them to act the play out and create the scenes. • Reading of extract on pgs. 4 & 5 to be done in class making notes of all stage directions and dialogues. •  They will also be asked to perform and read aloud in class by assigning them different characters.

  6. RESOURCE MATERIAL / TEACHING AIDS • Chalk board, text books, worksheets, pictures, flash cards, soft board posters etc.

  7. REMEMBERING: • REQUISITES / LINKAGE WITH PREVIOUS TOPIC / LECTURE A play script tells the actors what to do using stage directions. This helps them to act the play out and create the scenes.

  8. UNDERSTANDING: • Compare story and play extracts, evaluate the characters and learn to analyze their actions.

  9. APPLYING: To recognize the function of stage directions in a play script. The children will be assigned different characters and will read out the dialogues loudly.

  10. ANALYZING: • To understand how the action in a play is created by what characters do and say. • To identify the relationship between stage directions and dialogue.

  11. EVALUATING: D.A. PUBLIC SCHOOL (O & A LEVELS) Class Assessment Name: _____________________________ Class: IV - _______ Date: __________ Rewrite the speech bubbles as a play script: ( 6 mks.) (a) (Picture to be attached here)________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ (b) Write two different ‘Adverbs’ which could go into the stage directions for the sentences below: ( 4 mks.) • John : [ ] I knew I will lose the game! • John : [ ] I knew I will lose the game! • Sarah : [ ] Do get your shoes on, please. • Sarah : [ ] Do get your shoes on, please.

  12. CREATING Playscript sheet (worksheet) D.A. PUBLIC SCHOOL (O & A LEVELS) Playscript Sheet Name: _____________________________ Class: IV - _______ Date: __________ Cast List: • ________________________ • ________________________ • ________________________ • ________________________ • ________________________ Scene Description: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________   ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

  13. NOTES (Important points to remember or to be noted) Example: What activities worked best? Things you want to remember about today’s class. Was the time anticipated adequate? Were the students actively engaged? Unintended consequences.

  14. BRIDGE • Direct and Reported Speech. • Idiomatic Expressions.

  15. THANK YOU!

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